Rethinking distance learning activities: a comparison of transactional distance theory and activity theory

Abstract The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.

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DISTANCE LEARNING OPPORTUNITIES FOR DEVELOPING STUDENTS ' INDEPENDENC

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-2.1728-5496.17 ◽

2020 ◽

Vol 66 (2) ◽

pp. 102-106

Author(s):

Sh. Zh. Kolumbayeva ◽

◽

A. K. Aitpayeva ◽

Keyword(s):

Distance Learning ◽

Learning Opportunities ◽

Learning Activities ◽

Educational Standards ◽

Modern Media ◽

Effective Form ◽

Human Education

The article discusses the possibilities of distance learning. Today, distance learning is intensively included in the educational sphere, which can be explained by a number of advantages of this pedagogical system. Moreover, some experts consider such training to be the most effective form of human education, regardless of age, since the training tools created on the basis of modern media in combination with new technological solutions, as well as modern methodological support, in principle, allow you to independently master the ways of learning activities, create conditions for independent development of subjects of the educational cycle. Distance learning opportunities are a set of methods, forms and means of interaction with a person in the process of independent, but controlled development of a certain array of knowledge. The training technology is based on the Foundation of a certain content and must meet the requirements of its presentation. The content of the proposed knowledge is accumulated in special courses and modules designed for distance learning and based on the existing educational standards in the country, as well as in data and knowledge banks, video libraries, and so on.

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Web Based Home Learning Application For Basic School Children

JELIKU (Jurnal Elektronik Ilmu Komputer Udayana) ◽

10.24843/jlk.2021.v10.i01.p04 ◽

2021 ◽

Vol 10 (1) ◽

pp. 29

Author(s):

Gregorius Ericco Jansen ◽

I Komang Ari Mogi

Keyword(s):

Information Technology ◽

Distance Learning ◽

Learning Process ◽

Teaching And Learning ◽

Web Design ◽

Learning Activities ◽

Web Based ◽

Home Learning ◽

The World ◽

Technological Developments

Currently, technological developments, especially in the field of information technology and computers, are developing very rapidly. In current conditions, the world is shocked by the presence of a deadly virus called the Covid-19 virus. Because of the virus, all human activities are disrupted and even stopped, one of which is teaching and learning activities in schools. With the development of technology like now, we can take advantage of this technology to help students in the learning process at school. Web design is an alternative way to keep the learning process going. With this distance learning process students can still learn and receive the material given.

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PERAGAAN ONLINE KONSEP CHLADNI PLATE MENGGUNAKAN VIDEO DALAM MASA PANDEMI COVID – 19

Sarwahita ◽

10.21009/sarwahita.181.6 ◽

2021 ◽

Vol 18 (01) ◽

pp. 63-69

Author(s):

Muhammad Fajri Zetra ◽

Aga Noputro Sekartaji ◽

Ferdy Alfian Indra Prasetya ◽

Fitri Sakinah ◽

Muhammad Salman Al Faridz ◽

...

Keyword(s):

High School ◽

Distance Learning ◽

Senior High School ◽

Learning Activities ◽

Research Instrument ◽

Physics Experiment ◽

Physics Experiments ◽

At Home

Abstract Physics demonstration learning has been carried out with the theme "Physics Experiments You Can Do at Home During the Covid-19 Pandemic". This activity was carried out by making a simple physics experiment video entitled The Chladni Plate Concept which was then broadcasted online via a zoom platform to students of SMA Negeri 40. The theme carried was in accordance with the learning curriculum for Senior High School (SMA) students. This activity was carried out as an effort to respond to the Covid- 19 pandemic situation which requires students to carry out learning activities at home online, so it is hoped that this activity can increase understanding and stimulate student enthusiasm during the Distance Learning (PJJ) period. As confirmation that the activity gained enthusiasm and was able to achieve these goals, a research instrument was made consisting of several parameters which the instrument was distributed to the teacher and all participants. 96% confirmed that the material presented was very useful during a pandemic. This indicates that the physics demonstration presented in the form of a video can be an alternative for students of SMA Negeri 40 Jakarta in learning physics, especially in discussing physics experiments regarding the Chladni Plate Concept. Abstrak Telah dilaksanakan pembelajaran peragaan fisika dengan tema “Eksperimen Fisika yang Bisa Dilakukan di Rumah Selama Pandemi Covid-19”. Kegiatan ini dilakukan dengan membuat video ekskperimen fisika sederhana berjudul Konsep Chladni Plate yang kemudian video tersebut ditayangkan secara daring melalui platform zoom kepada siswa/i SMA Negeri 40. Tema yang diusung sesuai dengan kurikulum pembelajaran untuk siswa Sekolah Menengah Atas (SMA). Kegiatan ini dilaksanakan sebagai upaya menyikapi situasi pandemi Covid-19 yang mengharuskan pelajar untuk melakukan kegiatan belajar di rumah secara daring, sehingga diharapkan kegiatan ini dapat meningkatkan pemahaman serta merangsang semangat siswa/i selama masa Pembelajaran Jarak Jauh (PJJ). Sebagai konfirmasi bahwa kegiatan mendapatkan antusiasme dan mampu mencapai tujuan tersebut, dibuatlah instrumen penelitian yang terdiri dari beberapa parameter dimana instrumen tersebut disebarkan kepada guru dan seluruh peserta. Terkonfirmasi sebanyak 96% menyatakan materi yang disampaikan sangat berguna di masa pandemi. Dengan ini mengindikasikan bahwa dengan peragaan fisika yang disajikan dalam bentuk video dapat menjadi alternatif bagi siswa/i SMA Negeri 40 Jakarta dalam belajar fisika khususnya dalam pembahasan eksperimen fisika mengenai Konsep Chladni Plate.

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Interaction in Distance Education

Supporting Multiculturalism in Open and Distance Learning Spaces - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3076-3.ch012 ◽

2018 ◽

pp. 222-248 ◽

Cited By ~ 1

Author(s):

Evrim Genc Kumtepe ◽

Nazife Sen Ersoy

Keyword(s):

Distance Education ◽

Distance Learning ◽

Cross Cultural ◽

Transactional Distance ◽

Interaction Interaction ◽

Different Dimensions ◽

Cultural Comparisons ◽

The Cross ◽

Instructional Dialogue

Education is a product of the objects and actors in the process of interaction. Interaction is, therefore, an important factor that affects the quality and sustainability of education. For this reason, this section will focus on interaction and its theories and approaches which are a popular and versatile concept in distance education. In the first part of the chapter, the concept of interaction will be discussed with different dimensions and components. Interaction in the following section will be examined within the framework of Moore's Theory of Transactional Distance, Anderson's Interaction Equivalency Theorem, and Gorsky and Caspi's Theory of Instructional Dialogue. At the end of the chapter, the nature of the interaction in distance learning will be discussed in the context of the studies on instructional dialogue and the cross-cultural comparisons will be addressed to the issue of the role of interaction in distance settings.

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Networking Learners Using Online Asynchronous Discussions

Handbook of Research on Humanizing the Distance Learning Experience - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-0968-4.ch003 ◽

2017 ◽

pp. 49-77

Author(s):

Ashwini K. Datt

Keyword(s):

Content Analysis ◽

Distance Learning ◽

Transactional Distance ◽

Learning Networks ◽

Pedagogical Strategy ◽

Learning Network ◽

Asynchronous Discussions ◽

Video Broadcast ◽

Distance Courses

Online asynchronous discussions (OADs) are a prospective tool for creating learning networks that can minimize transactional distance and humanize distance learning. Using it to support effective communication and interaction among learners in video-based distance courses requires special skills and consideration. This research evaluates the use of OADs in a second and third year sociology undergraduate video-broadcast course (VBC). Patterns of participation and interaction were examined using the network and content analysis tools to determine the effectiveness of OADs as a pedagogical strategy. The role of the teacher in establishing a learning network between on-campus and distance students was also investigated.

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Instructional Delivery and Learning Outcomes in Distance Learning

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch165 ◽

2011 ◽

pp. 1117-1122

Author(s):

Bosede Aworuwa ◽

Robert Owen

Keyword(s):

Distance Learning ◽

Learning Outcomes ◽

Instructional Delivery ◽

Learning Activities ◽

Community Center ◽

Learning Materials ◽

Large Measure ◽

Wide Range ◽

Technological Tools ◽

Learner Interactions

Distance learning describes a wide range of instructional-learning activities, instructional delivery modalities, and learner interactions characterized by some distance between the teacher and the learner, and mediated by a variety of technological tools (Schlosser & Simonson, 2002; Tiene & Ingram, 2001). Learners can interact with instruction at any time and in any place, such as the workplace, school, a community center, or in their homes (Presby, 2004; Simonson, Smaldino, Albright & Zvacek, 2003). The tools available for the delivery and access of learning materials contribute in large measure to the kind of experiences that learners have with distance learning.

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Policy Deficit in Distance Education: A Transactional Distance

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v10i4.702 ◽

2009 ◽

Vol 10 (4) ◽

Cited By ~ 2

Author(s):

Sushita Gokool-Ramdoo

Keyword(s):

Distance Education ◽

Policy Development ◽

Student Persistence ◽

Personal Development ◽

Transactional Distance ◽

Transactional Distance Theory ◽

African Context ◽

Sub Saharan ◽

Institutional Vision ◽

Resource Deployment

This paper innovatively extends the application of transactional distance theory (TDT) to evidence-based policy development in Mauritius. In-depth interview data on student persistence from a range of stakeholders is used to understand the implications of distance education (DE) policy deficit. Policy deficit has surfaced as another dimension of transactional distance and student persistence as an appropriate measuring instrument. Transactional distance is salient in the non-alignment of national and institutional DE planning. Associated results are myopic institutional vision, stagnating national plans, poor resource deployment, and ill-understood opportunities for personal development. This research validates TDT as an instrument for policy development and concludes that supporting advocacy plans will help to achieve sustainable distance education in the region. Lessons from the field in Mauritius can be usefully adapted to the sub-Saharan African context (SSA). These preliminary indications require further research and discussion.

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